Numeracy Across Learning East Lothian October 2009

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Numeracy Across Learning East Lothian October 2009 Slide 2 Aims and programme Possible misconceptions about NAL What is Numeracy and why NAL? Approaches to Numeracy Working with Numeracy Es and Os NAL within depts and whole school Sharing emerging practice National Maths/Numeracy Glow Group Slide 3 N.A.L. Workshop : Possible misconceptions within NAL In small groups: discuss each statement given and record any key points. Slide 4 4 Why is numeracy important? Some 44% of men & 37% of women living in Scotland had left full-time education by the time they were 16 - early exit increased to over 6 in 10 men with SCQF Level 2 or 3 numeracy (SG, 2008) About two-thirds of the juvenile offenders screened had under- developed basic skills eg subtraction, measure, fractions, decimals, percentages, volume, area, graphs and timetables (NRDC, 2005).. the NRDC study showed that while the impact of low level literacy and low level numeracy is substantial, low numeracy has the greater negative effect (DIUS, 2008) Slide 5 What is numeracy? Number literacy ~ number based skills needed by everyone regularly as they go about their daily lives Slide 6 Foreword Introduction Being numerate involves developing a confidence and competence in using number that allows individuals to solve problems, interpret and analyse information, make informed decisions, function responsibly in everyday life and contribute effectively to society. Slide 7 These areas featured on all lists: Time and its management Finance and its management Interpretation of data (analysis and decision-making) Communicating numerically Computer use for numerical data handling Application of mathematics in a range of occupational areas. London South Bank University Slide 8 Ma and Pa Kettle demonstrate understanding ? Slide 9 Numeracy Strategies? Workshop : In cross-learning working groups: discuss and record the strategies you use to solve the type of problems given. rotate to next station, discuss and add comments on the strategies suggested repeat once more as you work discuss emerging noteworthy issues Slide 10 Numeracy Strategies? Workshop : In cross-learning working groups: 40 29 3000 2457 6000 1998 8hrs 24min 6 hrs 52 min Slide 11 Numeracy across learning All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will need to plan to revisit and consolidate numeracy skills throughout schooling. Building the Curriculum 1 Slide 12 Slide 13 Slide 14 What does it mean to be numerate? How are the numeracy experiences and outcomes structured? Mathematics is not my specialism. How will I contribute to the development of numeracy skills? What are the features of effective learning and teaching in numeracy? How can I promote progression in children and young peoples development of numeracy skills? How do I know which numerical skills I should develop and that they are at an appropriate level? Have we raised the bar in the expectations for numeracy? What are broad features of assessment in numeracy? Slide 15 Numeracy across learning Principles and practice Numeracy is a skill for life, learning and work. Having well-developed numeracy skills allows young people to be more confident in social settings and enhances enjoyment in a large number of leisure activities. For these and many other reasons, all teachers have important parts to play in enhancing the numeracy skills of all children and young people. Slide 16 Numeracy across learning Principles and practice All practitioners, as they make use of the statements of experiences and outcomes to plan learning, will ensure that the numeracy skills developed from early levels and beyond are revisited and refreshed throughout schooling and into lifelong learning. Slide 17 Numeracy across learning Principles and practice Mathematics is not my specialism. How will I contribute to the development of numeracy skills?...... it means asking the question, How am I meeting the numeracy needs of the learners in front of me?.... that you think of the numeracy experiences you can provide for young people. The greatest impact for learners will come where all practitioners, in all learning environments, include rich numeracy experiences as part of their day-to-day learning and teaching programmes. Slide 18 Numeracy across learning Principles and practice Mathematics is not my specialism. How will I contribute to the development of numeracy skills? where does numeracy play a part in my curriculum area? to what extent do you already provide numeracy experiences? does your programme involve estimating, calculating, measuring, using and managing time, carrying out money calculations? does it involve analysing information from charts and tables or explaining consequences of actions? Slide 19 Numeracy Organisers (Subset of mathematics Experiences & Outcomes) Estimation & Rounding Number & number Processes Fractions (aspects of), Decimal Fractions and Percentages Money Time Measure Data Analysis (aspects of) Chance & Uncertainty Slide 20 Slide 21 Slide 22 Numeracy across learning Principles and practice I am mathematics teacher. How will I exploit contexts provided within other curriculum areas to enhance the development of numeracy skills? Slide 23 Numeracy across Learning The main way in which interdisciplinary learning can support numeracy is by cross-referencing within everyday learning across curriculum areas. This can takes two forms: Exploiting knowledge, skills, contexts and applications introduced in other subjects (and especially soon after their introduction) Promoting the integration, reinforcement and application of numeracy skills and concepts within relevant contexts within other disciplines. This reinforces important aspects of prior learning and it focuses attention on the transferable ideas and skills. Slide 24 Numeracy Across Learning Some key Messages: Contexts and activities: Natural, authentic and relevant to learners Is bi-directional Applies to a manageable number of related Es and Os Promotes consistency and opportunities to declutter Can be daily & include opportunities for rich activities Slide 25 Numeracy Organisers (Subset of mathematics Experiences & Outcomes) Estimation & Rounding Number & number Processes Fractions (aspects of), Decimal Fractions and Percentages Money Time Measure Data Analysis (aspects of) Chance & Uncertainty Slide 26 Working with Experiences and Outcomes Workshop : In small working groups: get to know the numeracy Es and Os Working within an appropriate line(s) of development: look for progression across levels identify how you will support and develop numeracy in your classroom share with others these ways in which you can support the development of numeracy within your subject Slide 27 Contexts and activities for NAL Estimating and Rounding Olympic Games Supermarket Dimensions for decorating Money costings/budget The rough joiner Machine parts Flat pack furniture fitted kitchen Slide 28 Working with Experiences and Outcomes Workshop : Working within an appropriate line(s) of development: identify possible authentic contexts and activities for NAL Slide 29 Contexts and activities for NAL Fractions, Decimal Fractions and % Paint/wallpaper paste Solutions for hair products/dry cleaning Fruit juice concentrates Catering Transport fuel consumption Literacy reading instructions Slide 30 Contexts and activities for NAL Money Wages different jobs/minimum wage Renting/buying houses Enterprising activities eg Doghouse Costing activities Inflation/depreciation Foreign Exchange Slide 31 Contexts and activities for NAL Time Time management Working week Rates of activities Journey times bus/taxi fares Opening hours/TV schedules Catering/industrial processes Slide 32 Contexts and activities for NAL Measure Buying furniture Design Minimising waste - fabrics Car tyres Car models eg Corsa 1.3 Stopping distances ferry charges Car park restrictions Slide 33 Contexts and activities for NAL Data & Analysis Sports statistics Elections and polls Personal interests Google Search Robust sources Online shopping Personal Information/identity Best buys online evaluation Informed choices eg HWB Slide 34 Contexts and activities for NAL Chance & Uncertainty Buying a house flooding/settlement Smoking and drinking Probability - consequences Driving accidents Self harm Staring a successful business Job security Slide 35 Discussion Audit into Action To ensure effective implementation of NAL: What form of leadership is necessary? How does the school support collaborative planning and working? What could/should a policy include? What would be implications for practice? What other important issues need to be considered? Numeracy Across Learning Slide 36 Auditing opportunities for NAL Slide 37 I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. MNU 3-20a To help me develop an informed view, I am learning about the techniques used to influence opinion and how to assess the value of my sources, and I can recognise persuasion. LIT 3-08a Linkages across Outcomes Numeracy across Learning Related experiences and outcomes: I am developing the skills and attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning. HWB 3-19a Slide 38 The Kennel Club Proposals: Activity which involves students developing numeracy and craft skills through research, enterprise and collaboration between mathematics and CDT. Skills/concepts: Purchase a medium sized dog kennel. Inventory each part. Measure all comp